Effects of epals practices on EFL writing. An action research study with Ecuadorian students

Abstract

Among the language skills, writing has been considered as the most difficult skill not only for native speakers, but for foreign language learners as well in the sense that one cannot achieve fluency and accuracy unless they become successful language users in terms of listening, speaking, and reading. This action research studied the effect of ePals practices on EFL writing of Ecuadorian students. Twenty-two junior high school students exchanged letters with American students over a four-month period. A mixed method was used for data collection and analysis. Quantitative data from pre and post writing tests and qualitative data from focal participants´ interview were analyzed. Results revealed that after the intervention participants improved scores in vocabulary, grammar and accuracy. However, there was not a significant impact on the correct use of format and conventions of texts. Interviews with focal participants reported attitudes towards the collaboration and highlighted some aspects that made the experience valuable for participants and how it affected their writing performance and motivation. Results suggested that ePals practices offer ample opportunities for skills development and intercultural learning.

Conceptual framework for teaching civic education in the adult English as a second language classroom

“…Despite these challenges, one writing instruction technique that has proved successful for learning English as a second or foreign language is writing letters. Many studies have shown that writing letters, such in the case of pen pal projects and virtual e‐mail exchanges (Larrotta & Chung, 2020; Larrotta & Serrano, 2012; Lin & Fang, 2009; Quezada & Santillán, 2021; Wang, 2019) and in dialogue journals (Holmes & Moulton, 1997; Kim, 2005; Linnell, 2010; Orem, 2001), not only foster linguistic gains among learners but also facilitate dialogue, self‐reflection, expressing and exchanging of ideas, and empathy which are all necessary tools to build civic efficacy. No letter exchanges and correspondences were made among the participants; the focus of the activity was strictly for the learners to learn how to produce these letters.…”